English 100: Enhanced Composition I



English 100: Enhanced Composition I, Fall 2016 Brian T. Murphy

G3: Mon. 11:00 am-12:15 pm, 12:30-1:20 pm (Lab), L 233-B; Wed. 11:00–12:15 pm, S-110 Bradley Hall, Y-19

K4: Tue./Thu. 1:00–2:15 pm, N-213; Tue. 2:30-3:20 pm, Y-A (Lab) Wed. 12:30-1:30 pm,

Class web page: Eng100.htm Thu. 10:00-11:30 am

email: brian.murphy@ncc.edu 516-572-7185, ext. 25686

DESCRIPTION: This course is equivalent to ENG 101, the first credit-bearing course in composition. ENG 100, created for underprepared students with marginal writing skills, offers an extra hour for necessary developmental writing instruction and individualized support toward the creation of college-level essays. Exactly as does ENG 101, the course prepares students to produce clear, well-developed, well-organized, grammatically correct writing. The curriculum is designed to give students guided practice in pre-writing, drafting, revising, and editing essays, with the addition of time for review and instruction in basic grammar, punctuation, sentence boundaries and structural and developmental issues related to basic composition. The course is also designed to develop skills that enable students to interpret and analyze published texts. In addition to readings assigned in class, students respond to texts they locate themselves through research and write at least one documented or research essay. Students who take ENG 100 do not take ENG 001 or ENG 101. Success in ENG 100 indicates movement to ENG 102, the next course in the composition sequence.

Prerequisites: Score on the Placement essay of 5.5 or placement by Department

OBJECTIVES: Students will

1. Respond orally and in writing to texts, primarily nonfiction.

2. Write as a way of exploring, developing, and confirming ideas in a process of communicating them

3. Compose essays that support and develop a point of view, using a variety of composing strategies.

4. Self-evaluate using a vocabulary specific to the discipline in order to discuss, revise, and edit one’s own writing and the writing of others.

5. Revise in order to substantially improve the focus, organization, and development of ideas.

6. Locate, evaluate, and cull information from archival and/or electronic sources.

7. Summarize, paraphrase, quote, and use MLA-style citations to document course reading and materials found through research in the construction and expression of a point of view.

8. Edit and proofread for usage and correctness of grammar, spelling, and punctuation.

9. Produce approximately 4,000–6,000 words across a series of written assignments and essays subject to evaluation, at least one of which is an essay of 1,000–1,500 words.

After completing this course, students will be able to

1. Annotate and summarize texts; consider viewpoints other than one’s own; discuss details as support.

2. Use brainstorming techniques to create outlines/freewriting/mapping; write preliminary drafts; develop thesis statement awareness to include multiple perspective possibilities; create thesis statements.

3. Modify/narrow thesis in subsequent drafts; consider & try out additional methods of development; respond to varied prompts on a topic; discuss language choices in a piece of writing.

4. Refer to specific elements of a reading to support general observations during a class discussion; discuss plagiarism; annotate & summarize class reading and research; write documented essays; cite sources according to MLA guidelines; create a “Works Cited” list.

5. Respond to local & global revision prompts; cut extraneous material; add specificity to improve support; read & evaluate other students’ writing; discuss drafts with peers.

6. Read and evaluate one’s own writing; correct errors of usage, grammar, punctuation, spelling; clarify sentences through phrase and clause use; consult a dictionary, thesaurus, & writer’s handbook; revise drafts.

TEXTS AND MATERIALS:

Bullock, Richard. The Norton Field Guide to Writing, 4 ed. New York: W. W. Norton, 2016. ISBN 9780393264357.

A good college-level (paperback) dictionary.

Other materials:

A thumb drive or portable storage device.

Pens (blue or black ink only).

A notebook and/or supply of 8½ x 11” ruled paper, not spiral bound. Paper torn out of spiral-bound notebooks is not acceptable and will be returned unread and ungraded.

CLASS POLICIES:

Attendance: As per the Nassau Community College attendance policy, “Students are expected to attend all classes. Absences due to illness or for other serious reasons may be excused at the discretion of the instructor. Students are advised that absences in excess of 10% of the total class meetings may result being dropped from the course.” Students must not only attend every class and lab meeting, but also arrive on time, be prepared, and take an active part in class (see Participation, below); students may be required to sign in each class session to verify their attendance. Excessive absences or latenesses will adversely affect your grade: Students may miss no more than three classes or labs meetings; further absences will result in a reduction of the final grade by one full letter grade for each additional absence. Students unable to attend class should contact the instructor regarding their absence; in addition, students are responsible for submitting all work on time regardless of absences. In addition, once students get to class, they are expected to stay in the classroom until the class is over. Leaving class early or getting up in the middle of class is considered disruptive behavior and should happen only in extreme emergencies.

Classroom Behavior: Students are expected to be present, prepared, attentive, and active participants in the learning process. As such, any distracting or inappropriate behavior or unauthorized use of electronic devices is strictly prohibited. Eating, sleeping, texting, or other inappropriate behavior may result in your being asked to leave the class and will adversely affect your final grade. According to the “Student Code of Conduct,” “The College is committed to providing an atmosphere in which students have freedom to learn and engage in the search for truth, knowledge, and reason in accordance with the standards set forth by the academic community. Conduct that adversely affects a student’s responsible membership in the academic community shall result in appropriate disciplinary action.” Appropriate disciplinary action may include but is not limited to probation, suspension, and expulsion from the college. See the Nassau Community College “Classroom Management Policy” and “Student Code of Conduct” in the college catalog.

Plagiarism and Cheating: Plagiarism includes copying or paraphrasing another’s words, ideas, or facts without crediting the source; submitting a paper written by someone else, either in whole or in part, as one’s own work; or submitting work previously submitted for another course or instructor. Plagiarism, cheating, or other forms of academic dishonesty on any assignment will result in failure (a grade of zero) for that assignment and may result in further disciplinary action, including but not limited to failure for the course and expulsion from the college. See the Nassau Community College policy on “Academic Dishonesty and Plagiarism” in the college catalog.

Homework/Essay Submission: All writing assignments must be received by the instructor on or before the due date, by the beginning of the class period, as indicated on the schedule, below. Essays submitted by email will not be accepted, and late work if accepted will be penalized 10% for each day it is late; see below. All at-home work must be typed (in 12-point Times New Roman), double-spaced, with one-inch margins, and stapled when submitted. In-class work must be neatly printed in blue or black ink on loose-leaf composition paper or in bluebooks provided by the instructor and double-spaced. All essays must also include a proper heading (see Purdue Online Writing Lab’s Formatting and Style Guide), including Word Count; have an appropriate, original title; contain a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Finally, all work should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Paragraph Outline or Essay Outline and Revising and Editing Checklist for additional assistance.

Revisions: All failing essays may be revised and resubmitted by the due dates announced when the graded essays are returned. Essays receiving a passing grade may also be revised and resubmitted, but only after the student has met with the instructor during office hours (by appointment only) to discuss revisions. Revisions must be substantially revised, not merely “corrected” versions of the original essay (revisions should be based upon the Revising and Editing Checklist and relevant information from class and the textbooks), and must be submitted with the original graded essay and/or draft(s) attached as well as one full typed page detailing the changes made, in the following pattern:

• Paragraph 1: Changes in content. What was added, deleted, or modified.

• Paragraph 2: Changes in organization. What sentences, ideas, or paragraphs were moved, how things were rearranged, and why.

• Paragraph 3: Cosmetic level changes. What specific editing for grammar was performed, or what corrections made in punctuation, mechanics, and diction.

Evidence of substantial revision may result in a better grade for the assignment. If you did not submit a completed essay on time, or if you submit a plagiarized essay, you will receive a grade of zero and may not submit a “revision.”

Make-up Exams/Late Work: All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore, no make-up opportunities will be offered or late work accepted, except under extraordinary circumstances with appropriate documentation, and late work will be penalized 10% for each day or portion thereof it is submitted after the due date. Note: As all work is due at the beginning of the class period, this includes work submitted on the due date after class has begun.

Excuses such as “crashed computers,” “lost flash drives,” or “empty printer ink cartridges” will not be accepted. All essays or work should be saved both on your computer’s hard drive and again on removable storage device as well as uploaded to cloud storage (OneDrive, et cetera). Students should also keep backup copies of all work submitted.

Disabilities and Accommodations: If you have a physical, psychological, medical, or learning disability that may impact on your ability to carry out the assigned coursework, I urge you to contact the staff at the Center for Students with Disabilities (CSD), Building U (516 572-7241), TTY (516) 572-7617. The counselors at CSD will review your concerns and determine to what reasonable accommodations you are entitled as covered by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. All information and documentation pertaining to personal disabilities will be kept confidential.

Additional Assistance: Students should avail themselves of the Writing Center and Help Centers available in the English and Reading/BEP departments, located at Bradley and North Halls and the Library, as part of this course. These services can be considered an integral part of the course work and will help the student to master the necessary knowledge and skills for Enhanced Composition I.

ASSIGNMENTS:

Attendance and Participation (5%): As this class will combine both lecture and discussion, students are expected both to attend every session and to take an active part in class—joining in discussions and raising questions. Discussion is one of the best ways to clarify your understandings and to test your conclusions. Open discussion always involves personal exposure, and thus the taking of risks: your ideas may not be the same as your fellow students’ or even the instructor’s. Yet as long as your points are honest and supportable, they will be respected. Questions, discussion, disagreement, and laughter are all encouraged. Taking an active part also means being prepared: students should bring pens, a pen and notebook and/or loose-leaf paper, and the textbook to every class. In addition, all reading or writing assignments must be completed in advance, according to the schedule (below).

Diagnostic Essay (ungraded): Students will complete an in-class Diagnostic Essay at the beginning of the semester on a topic provided; this essay will be read and returned, but will not receive a grade, nor will it affect your final average. Students should retain this and all other essays until the end of the semester.

Quizzes and Online Exercises (10% total): With the exception of the first week, class may begin with a short (five-minute) quiz on the readings for the day, at the instructor’s discretion. Quizzes cannot be made up; if you miss a quiz due to absence or lateness, that grade will be regarded as a zero. At the end of the semester, the lowest quiz grade will be dropped. Exercises reviewing essential grammar and/or writing skills may also be assigned, to be completed in class, or to be done online as homework and submitted electronically. Total number of quizzes and exercises during the semester will determine the point value of each; that is, if 11 assignments are assigned (lowest quiz grade will be dropped), each is worth up to one-half point.

In-Class Writing (10% total): Students will also complete various shorter in-class writing assignments during the semester, including short summaries, mini-essays, and response papers. Total number of assignments during the semester will determine the point value of each; that is, if 10 assignments are required, each is worth up to one full point.

Essays (2 @ 10 %, 2 @ 15%): Students will complete four essays during the semester in a variety of rhetorical modes, including Narration/Description (combined), Process, Comparison/Contrast (Midterm), and Persuasion/Argumentation. Topics must be selected from the list of suggestions provided (see Essay Topics) or developed in consultation with the instructor. Essays must be at least three to four (3-4) pages (750 to 1000 words minimum) and correctly formatted; see above.

Research Essay (25%): Students will also complete an argumentative (persuasive) Research Essay of at least five to seven pages (at least 1250-1500 words), using a minimum of three to five primary or secondary sources (sources must be reliable: scholarly criticism or analysis, not summaries, reviews, or “analysis” from sites such as e-Notes, SparkNotes, , Wikipedia, 123HelpMe, or ), correctly documented utilizing MLA format, with a cover page and Works Cited page (cover page and Works Cited do not count toward the six-page requirement). The final draft of the research paper must be submitted in a folder, including copies of all sources used.

Extra Credit (possibly various opportunities, at 1–2 points each): Students may be notified of opportunities for extra credit during the semester, including attendance at various cultural events related to the class (“Recommended Field Trips”). If students attend one or more of these events, and provide evidence of attendance (ticket stub, program, unretouched digital image, et cetera) along with a typed one- to two-page personal response (review, analysis, reflection, critique, et cetera), they can receive additional points: a single event and written response is worth 2 points extra credit; attendance at additional events will earn one additional point each. Note: you may not attend the same workshops two or more times for additional extra credit!

Note: As a general rule, extra credit only helps if you have already completed all of the assigned work, and will not make up for missing an essay (or two, or three). Extra credit opportunities will be announced in class, and they will also be posted here as well as on the class Announcements page, so do not ask at the end of the semester for “extra credit” to bring your average up.

GRADING:

Final average will be calculated as follows:

|Attendance and Class Participation | 5% |

|Quizzes/Online Exercises |10% |

|In-Class Writing |10% |

|Essay 1: Narration/Description |10% |

|Essay 2: Process |10% |

|Essay 3: Comparison/Contrast (Midterm) |15% |

|Essay 4: Persuasion/Argumentation |15% |

|Research Paper: |25% |

|Annotated Bibliography 5% | |

|Preliminary Draft 5% | |

|Final Research Folder 15% | |

|Total |100 % |

|Extra Credit points earned (if any) will be added to the final total. |

Final average will determine the grade received for the course, as follows:

|Final Percentage |Final Grade |

|90–100+ |A |

|85–89 | B+ |

|80–84 |B |

|75–79 | C+ |

|70–74 |C |

|65–69 |D+ |

|60–64 |D |

|0–59 |F |

|Note: Percentages ending in .5 or greater are rounded up. Therefore, |

|79.5 rounds to 80, a B, but 79.4 rounds to 79, a C+. |

SCHEDULE AND PROJECTED OUTLINE:

|important dates: FALL 2016 SEMESTER |

|Thu. 1 Sep. |Day, Evening & Distance Education classes begin |

|Fri.2 Sep. |Evening classes do not meet (classes beginning after 5:01 p.m.) |

|Sat.–Sun. 3–4 Sep. |Classes do not meet |

|Mon. 5 Sep. |Labor Day – COLLEGE HOLIDAY – offices closed |

|Wed. 7 Sep. |Last day to drop/add classes |

|Wed. 21 Sep. |Last day to drop classes without a W grade |

|Tue. 27 Sep. |Evening Activity Hour: only 8:30 p.m. class will not meet |

|Mon. 3 Oct. |Rosh Hashanah – classes do not meet |

|Tue. 11 Oct. |Evening classes do not meet (classes beginning after 5:01 p.m.) |

|Wed. 12 Oct. |Yom Kippur – COLLEGE HOLIDAY – offices closed |

|Tue. 18 Oct. |Day classes (beginning before 5:01 p.m.) meet on a Monday schedule |

| |Evening Activity Hour: only 5:30 p.m. classes do not meet |

|Thu. 10 Nov. |Evening classes do not meet (classes beginning after 5:01 p.m.) |

|Fri. 11 Nov. |Veterans’ Day – COLLEGE HOLIDAY – offices closed |

| |Last day automatic W full semester classes |

|Tue. 22 Nov. |Evening Activity Hour: only 7:00 p.m. class do not meet |

|Thu.–Fri. 24–25 Nov. |Thanksgiving – COLLEGE HOLIDAY – offices closed |

|Sat–Sun. 26–27 Nov. |Classes do not meet |

|Wed–Tue. 14–20 Dec. |Evening classes extended by 5 minutes for final exams |

|Tue. 20 Dec. |Evening classes end |

|Wed. 21 Dec. |Makeup Evening – if necessary, Monday or Wednesday evening classes meet |

|Thu. 22 Dec. |Day classes meet on a Friday schedule |

| |Day, Distance Education & 2nd half semester classes end |

| |Makeup Evening – if necessary Tuesday or Thursday evening classes meet |

|Fri. 23 Dec. |Weekend College classes end |

| |Makeup Day – if necessary day classes will meet |

|Sat. 24 Dec. |Makeup Weekend – if necessary weekend classes will meet |

|NOTE: All dates subject to change. |

|See ACADEMIC STUDENT CALENDAR online |

Readings and Assignments

All readings below are required, and must be completed by the session indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings or resources.

Readings from The Norton Field Guide to Writing (Bullock) are identified below by page number or by author and title as well as page numbers, e.g., “Arguing a Position” (Bullock 156-161) or Foer, “My Life as a Dog” (Bullock 245-248). Readings from the Norton Online Handbook are identified below by title and section number; e.g., “Sentence Fragments” (Norton S-2). Additional readings, including handouts or online texts, will also be assigned.

Note: This schedule is subject to revision according to the instructor’s discretion, the Academic Calendar for the semester, school closings due to inclement weather or other reasons, and the progress of the class. Additions or changes will be announced in class, and they will also be posted on the class Announcements page.

| Session: | Readings and Assignments: |

|1 | Course Introduction: Syllabus, texts, policies, assignments, web page |

|2 | Diagnostic Essay |

|3 | “Writing in Academic Contexts,” “Rhetorical Situations” (Bullock 1-9, 55-70); “Generating Ideas and |

| |Text,” “Drafting” (Bullock 289-300); In-class assignment: The Writing Process |

|4 | “Reading in Academic Contexts” (Bullock 10-32) , “Analyzing Texts” (Bullock 94-128) |

|5 | Narrative/Descriptive Writing: “Narrating” (Bullock 419-427); “Beginning and Ending” (Bullock 331- |

| |343); Bearman, “My Half-Baked Bubble” (Handout) |

|6 | “Describing” (Bullock 399-407); Wells, “A Riddle Wrapped in a Tortilla (Restaurant Review: Javelina in |

| |Gramercy Park)” (Handout) |

|7 | Essay 1 Due: Narrative/Descriptive |

| |Bragg, “All Over but the Shoutin’” (Bullock 216-220); In-class writing assignment |

|8 | Process Writing: “Explaining a Process” (Bullock 414-418); Goodheart, “How to Mummify a Pharoah” |

| |(Handout) |

|9 | O’Keeney, “How to Make It in College, Now that You’re Here” (Handout) |

|10 | Roberts, “How to Say Nothing in 500 Words” (Handout) |

|11 | Essay 1 Revisions Due |

| |Revising and Editing: “Assessing Your Own Writing,” “Getting Response and Revising,” “Editing and |

| |Proofreading” (Bullock 301-317) |

|12 | Comparison and Contrast Writing: “Comparing and Contrasting” (Bullock 380-387) |

|13 | Essay 2 Due: Process |

| |Fallows, “Throwing Like a Girl” (Bullock 137-141); In-class writing: Compare-Contrast (Lab) |

|14 | Britt, “Neat People vs. Sloppy People” (Handout); “Taking Essay Exams” (Bullock 428-432) |

|15 | Midterm Essay (Comparison/Contrast) |

|16 | Persuasion/Argument Writing: |

| |“Arguing” (Bullock 355-375), “Arguing a Position” (Bullock 156-182) |

|17 | Using Words Effectively: “Audience,” “Genre” (Bullock 57-63); “Words” (Norton W), especially |

| |“Appropriate Words” (W-1), “Precise Words” (W-2), and “Unnecessary Words” (W-4) |

| |In-Class Exercise: TBA |

|18 | Midterm Essay Revisions Due |

| |Leonard, “Black Friday: Consumerism Minus Civilization” (Bullock 164-168); In-Class Writing: TBA |

|19 | MacKay, “Organ Sales Save Lives” (Bullock 156-161); In-Class Exercise: TBA |

|20 | “Doing Research”: Finding and Evaluating Sources (Bullock 445-472); Electronic Databases, CARS |

| |Checklist for Evaluating Sources; Homework (TBA) |

|21 | Essay 4 Due: Argument “Draft” |

| |“Doing Research” continued: “Documentation” and “MLA Style” (Bullock 496-548), “MLA format” |

|22 | Douglas, “The Dark Side of Science” (Handout) |

|23 | Segal, “The Dog Ate My Flash Drive, and Other Tales of Woe” (Handout) |

|24 | Essay 4 Due: Argument “Revision” Due |

| |Model Research Essay: Borchers, “Against the Odds: Harry S Truman and the Election of 1948” |

| |(Bullock 540-548); Harba, “What's for Dinner? Personal Choices vs. Public Health” (Handout) |

|25 | Research Bibliography Due |

| |“Doing Research” continued: “Quoting, Paraphrasing, and Summarizing,” “Acknowledging Sources, |

| |Avoiding Plagiarism” (Bullock 478-495) |

|26 | Model Research Essay: Shankar, “The Case of the Missing Kidney: An Analysis of Rumor” (Handout) |

|27 | Research Essay Due (Draft): Peer Review and Research Essay “Workshop” |

|28 | “Literary Analysis” (Bullock 206-215) |

|29 | Research Essay Due (Final), Exit Survey, Final Conferences |

|30 | Conferences (by appointment only), Y-19 |

GENERAL ESSAY INSTRUCTIONS:

For each of the assigned essays and projects, a topic or list of topic choices will be provided. Your work must be on one of the assigned topics for that assignment or developed in consultation with the instructor, or it will receive a grade of “F”. All work must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted (see above). Failure to bring the required essay will result in a zero for the assignment, without opportunity for revisions.

For each of the essays, select one of the topics to discuss in a well-developed, coherent, and thoughtful essay. Be sure to focus carefully on the topic, and remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement (thesis statements must be underlined); and (unless otherwise indicated) avoid use of I or you throughout. Be sure to use appropriate topic sentences and transitions to guide the reader. Remember that you are not summarizing the works, but responding to them in a critical manner. Be sure to include evidence or examples from the specific text(s) that you are writing about, but do not retell the story, and do not copy directly from the textbook except when quoting. Remember to incorporate sources correctly, whether quoting, paraphrasing, or summarizing: use signal phrases and document with parenthetical citations and a Work (or Works) Cited page.

Note: Unless otherwise specified, these are not research essays; the only sources utilized should be the texts themselves. Use of secondary sources, whether credited or not, will be considered grounds for failure. The research essay must utilize a minimum of three to five reliable sources, correctly documented utilizing MLA format, and copies of all sources used must be included with the final draft.

Feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction. Speak to me before or after class or email me to set up an appointment during my office hours.

ENG100.docx Last revised: 24 August 2016

MODEL FOR EVALUATION OF STUDENT WRITING

| |UNSATISFACTORY |SATISFACTORY |ABOVE AVERAGE |EXCELLENT |

|A. CONTENT: |Thesis is lacking or incorrect, |Thesis is apparent but general|Thesis is explicit, |Thesis is explicit and |

|Includes thesis statement and |and not supported with |or commonplace. Support may be|appropriate, and well |significant, assertive, |

|both quantity and quality of |appropriate detail. Writing is |sketchy or occasionally |supported. Content is both |objectively worded, and |

|supporting details |thin, including generalizations |irrelevant. Generalizations |adequate and appropriate, |supported with substantial and|

| |with few or no concrete examples|are supported with examples, |providing examples and |relevant information. The |

| |or illustrations. |but content may be thin. |illustrations to support all |essay includes a wealth of |

| | | |generalizations. |relevant details, examples, or|

| | | | |imagery. |

|B. ORGANIZATION: |The plan and purpose of the |The plan of development is |The plan of development is |It is planned logically and |

|Includes paragraph development |essay are not apparent. It is |apparent but not consistently |clear and consistently |progresses in clearly ordered |

|and arrangement of body |not developed or is developed |followed. The writing lacks |followed. The writing is |and necessary steps, and |

|paragraphs, as well as coherence |with some irrelevancy or |clarity or is repetitious. The|concise and clear, with a |developed with originality and|

|(introduction, body, conclusion) |redundancy. Paragraphs are |paragraphs are generally |minimum of repetition. |attention to proportion and |

| |incoherent or undeveloped. |effective, but transitions may|Paragraphs are generally |emphasis. Paragraphs are |

| |Transitions are lacking. |be weak or mechanical. |well-developed and effective, |logically and effectively |

| | | |with appropriate transitions. |developed with effective |

| | | | |transitions. |

|C. DICTION AND MECHANICS: |Often, sentences are not |Sentences are generally |Sentences are correctly |The sentences are skillfully |

|Includes conventions of grammar, |grammatically correct. |correct but may lack |constructed and demonstrate |constructed, effective, and |

|usage, and punctuation, as well |Vocabulary is elementary, not |distinction, creativity, or |variety. The vocabulary is |varied. Words used are vivid, |

|as appropriate diction |college level. Words are used |style. Vocabulary is generally|effective and appropriate. |accurate, and original. The |

| |incorrectly. Persistent usage, |used correctly. Occasional |Errors in grammar, punctuation,|writing is without flaws in |

| |spelling, or punctuation errors |lapses in grammar, |or spelling are rare. |grammar or mechanics. A |

| |exist. |punctuation, or spelling | |personal style is evident. |

| | |exist. | | |

|D. RESEARCH AND DOCUMENTATION: |Sources are lacking or |Sources are adequate, but may |Sources are generally relevant,|Sources used are relevant, |

|Includes documentation and |inappropriate. Information from |be too general. Information is|authoritative, and appropriate.|substantial, and |

|incorporation of appropriate |sources is not adequately |occasionally weakly |Information is relevant and is |authoritative, demonstrating |

|college-level sources |incorporated into the body of |incorporated or is unconnected|usually incorporated correctly.|creativity and scholarly |

| |the essay. Documentation is |to the content of the essay. |In-text citations and |research. Information is |

| |missing, inadequate, or |Documentation is generally |References or Works Cited page |introduced and incorporated |

| |incorrect. |correct, but may contain some |are generally correct. |smoothly and appropriately. |

| | |minor errors. | |Documentation is clear and |

| | | | |free of errors. |

English 100: Enhanced Composition I Fall 2016

Sections G3 and K4 Brian T. Murphy

I, _____________________________________ (print your name), hereby acknowledge that I have received a copy of the syllabus for the above course. Furthermore, I agree to read and follow the syllabus and to abide by class policies and procedures. I understand that attending both class and lab meetings regularly, completing all assigned work, and abiding by class policies is necessary in order to pass the class, and that failure to do so will adversely affect my grade and may result in failure for the course.

Signed: _____________________________________ Date: ___/___/_____

(To be signed, dated, and returned by the student.)

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